Abstract

This study examined the impact of learners’ attributes (gender and ethnicity) on their choice of a pedagogical agent and the impact of the attributes and choice on their perceptions of agent affability, task-specific attitudes, task-specific self-efficacy, and learning gains. Participants were 210 high-school male and female, Caucasian and Hispanic students who worked at computer-based algebra integrated with pedagogical agents. The results indicated, first, that students preferentially chose a same-gender agent and a same-ethnicity agent. Second, males who chose an agent showed more positive attitudes toward working at the learning environment than did males who were assigned to an agent whereas females who were assigned to an agent showed more positive attitudes than did females who chose an agent. Third, Hispanic students showed more positive attitudes toward working at the learning environment than Caucasians. Fourth, females perceived the agent as significantly more affable than did males; Hispanics perceived the agent as significantly more affable than did Caucasians. Last, learner attributes and choice did not affect learning gains in the agent-based environment; rather, the participants overall significantly increased their performances after the intervention.

Citation

Kim, Y. & Wei, Q. (2011). The impact of learner attributes and learner choice in an agent-based environment. Computers & Education, 56(2), 505-514. Elsevier Ltd. Retrieved August 7, 2024 from https://www.learntechlib.org/p/67170/.

Keywords

• algebra
• Computer Assisted Instruction
• EDUCATIONAL ENVIRONMENT
• Ethnicity
• Females
• High School Students
• Hispanic American Students
• Human–computer interface
• Interactive Learning Environments
• Intervention
• Males
• Pedagogical Agents
• Race
• secondary education
• Self Efficacy
• student attitudes
• teaching methods
• virtual reality